Argues that software for electronic boards should address a variety of teaching styles, student abilities and ages, class textbooks, teaching objectives, and learning environments for flexibility of use. The software features that contribute to flexibility include frequent stops, options for going backwards, inter- and intra-unit jumps, and…

The findings of this study indicate that a significant portion of the wide variance in the success of the implementation of the Wisconsin System for Instructional Management is attributable to the psychological type of the user. (Author/IRT)